Memory Flashcards
(28 cards)
Coding procedure
Group 1- words sounding similar
Group 2- words sounding different
Group 3- words with similar meanings
Group 4- words with different meaning
Coding- findings
Participants had difficulty remembering acoustically similar words in the stm- we code acoustically stm semantically- ltm
STM- duration
Peterson and Peterson
24 students in 8 trials
Given a constant trigram
Asked to count backwards.
3 sec- 80% 18 sec- 3%
LTM duration
Bahrick
329 us 17-74, 1 name with photo, name without photo Within 15 years 90% accurate, 48 years 70%. Free recall 60% after 15 years, 30% after 48 years
STM capacity
Miller
Observations Everyday tasks come in 7’s 7 days in a week.
Chunking- grouping sets of digits into units/ chunks
Multi store model
Stimulus-sensory(attention)-stm(rehearsal)-ltm
Different types of senses
Iconic
Echoing
Haptic
STM characteristics
Duration- 3-18secs
Coding- acoustically
Capacity- 7+/-2
LTM characteristics
Duration- unlimited
Capacity- unlimited
Coding- semantically
Multi store model
Eval- pros
Glazner and cunitz- different stores
Recency, primacy
Clive wearing- ltm without stm diff stores
Multi store model
Eval- cons
Simplified- flashbulb memory
Lab based research- low external validity
Working memory model
Central executive- phological loop(articulately control system, phonological store)- Visuo spatial sketchpad(inner scribe, visuo cache)
Phonological loop
Articulately control system
Phonological store
ACS- inner voice
PS- inner ear
Cannot dual task perform both at same time- listen to music/another person
Visuo spatial sketchpad
Inner scribe
Visual cache
IS- pen
VC- paper
Cannot dual task- badelly driving and picturing radio
WMM
Eval- pros
Dual task performance- research support
Important application to education- development of reading
WMM
Eval- cons
Role of central executive unclear
Cannot generalise to whole population those from case studies suffered brain damage
Types of LTM
Episodic- explicit
Semantic- explicit
Procedural- implicit
Forgetting- interference
Proactive- previous interferes with new
Retroactive- new interfere with old
Research into interference
Underwood and postman
G1)learn list of word pairs, then a second
G2)learn only first list, asked to recall first. G2) recalled more accurate
Types of cues
Context dependant- environment changes
State dependant- mood, psychological state
Research into cues
Godden and baddeley
Procedure
18 divers a)learn on beach-recall on beach, b)learn on beach- recall underwat c)learn underwater- recall in beach,d)learn underwater-recall water
Research into cues
Godden and baddeley
Findings
LB,RB-13.5
LB,RU-8.6
LU,RB-8.5
LU,RU-8.6
Eyewitness testimony
Loftus and palmer
Lab experiment, 7 films from 5-30 secs
Asked to guess the speed of a car when given diff verbs, smashed,collided bumped,hitcontacted
Eval of eye witness testimony
Real world- application- helps police
Indiv diff- older people less acurrate than younger- own age bias
Artificial- clips of crashes
